درخت حوزه‌های تخصصی

Introduction: The main purpose of this research is investigating the attitude of educational managers toward Pluralistic Curriculum. Methodology: To achieve this goal, the research method combined with the exploratory approach is used. The research method was the grand theory in the qualitative section, and survey in the quantitative part. Based on purposeful sampling, 30 school principals who were expert in this area, selected and were interviewed using the in-depth interview method. The interview continued until the theoretical saturation point. In the quantitative part, according to the results obtained from the previous studies the target group interviews, a questionnaire prepared by the researcher and used. In the qualitative section, the acquisition of credibility, through believability, transferability and verifiability were achieved. In the coding processes to increase the trust two encoders were used. Three types of open, axial and selective coding were used in the method of data analysis in the qualitative section. The factor analysis and Friedman test were also used in the quantitative part. Findings: The result of the research revealed that from the viewpoint of educational managers, the pluralistic curriculum has five components, including racial and ethnic inequality, linguistic diversity, gender inequality, social inequality, and religious diversity. Conclusion: The dimensions of the pluralistic curriculum in comparison with the existing situation that, consisting of two components including racial and ethnic inequality and gender inequality, has five components, including racial and ethnic inequality, linguistic plurality, gender inequality, social inequality, and the Religious diversity.

Purpose: This study aimed to determine the factors affecting Service Learning (SL) in primary school students in Tehran. Methodology: The present descriptive survey research was conducted in terms of the goal as basic with mixed approach, exploratory categorization. In the qualitative part, in addition to using specialized texts in the field of SL, Teachers and specialists active in the field of service learning were interviewed; participants in quantity part included elementary school teachers in the same city. In the qualitative section, the sample included 30 people who were selected by targeted sampling method, considering 5-15 people for each variable, and in quantitative one, 309 people were randomly selected via single-stage cluster. To collect data in the qualitative part, analysis of texts related to service learning, and semi-structured interview, and in the quantitative part of the study, the researcher-made questionnaire were used. Findings: For data analysis in the qualitative part, two analyses of grounded and content, and in quantitative, exploratory factor analysis were administered. The results showed that five factor categories affect the implementation of service learning in schools, which were respectively (based on factor load value) at the following: 1) professional and general competence factor of teachers, with 25 indicators and factor load of 0.694. 2) the atmosphere factor of School, with 8 indicators and operating load 0.680. 3) Curriculum development, with 34 indicators and factor load of 0.631. 4) Educational leadership, with 12 indicators and factor load of 0.0670. 5) School relationship with community, with 7 indicators and Operating load 0.646. Conclusion: In general, in order to increase students' orientation of service learning, the competency and capability of teachers should be improved through new software methods and technology, furthermore, the school space should be appropriately enriched in terms of content, curriculum and educational programs to meet students’ basic needs and to establish effective relation between the school, and influential factors in the society.